Instructing Facilitators to Support the Communication of People Who Use Augmentative Communication Systems

Abstract

A single-subject multiple-baseline design, replicated across three dyads, was used to examine the efficacy of instructing facilitators (i.e., significant others) to promote communication with people who use augmentative and alternative communication (AAC) systems. Facilitators were instructed in four 1-hour sessions to decrease their conversational control and provide more opportunities for the participants using AAC systems to communicate. Following instruction, facilitators decreased their rates of turn-taking and initiations and increased the proportion of turns that were responsive. Participants using AAC systems increased the frequency of their initiations. Following intervention, turn-taking and initiation patterns in the dyads were more reciprocal. Generalization occurred to the natural environment. Results suggest that facilitator instruction is an effective and efficient means of promoting greater participation in daily interactions by people who use AAC systems.

Communication Partner Instruction in AAC: Present Practices and Future Directions

“…The development of this line of research, however, has been sporadic and the areas of instructional focus for these programs have varied widely. Some authors have included instruction that has targeted only communication partner interaction skills (e.g., Carter & Maxwell, 1998;Light, Dattilo, English, Gutierrez, and Hartz, 1992). Many other authors have also included instruction for communication partners about (a) how to operate specific AAC systems (e.g., Bruno & Dribbon, 1998;Culp & Carlisle, 1988); and (b) position AAC systems in the physical environment or conduct activities involving communication in natural environments (e.g., Basil & Soro-Camats, 1996;Bornman & Alant, 1999;Hunt, Alwell, Farron-Davis, & Goetz, 1996).…”

The effect of pause time upon the communicative interactions of young people who use augmentative and alternative communication

“…Providing opportunities for the child to take a conversational turn allows them to practice their communication skills. Providing longer pause time than is typical in adult conversation helps children to formulate their language and coordinate their speech in order to make a response (Liboiron & Soto, 2006;Light et al, 1994;Light, Dattilo, English, Gutierrez, & Hartz, 1992;Oller et al, 2006).…”

“…Because the use of extended pause time is uncomfortable and unnatural for many communication partners, they may benefit from explicit instruction in the use of effective pause time with people who use AAC (Liboiron & Soto, 2006;Light & Binger, 1998;Light et al, 1992). AAC.…”

“…However, most studies have included some or all of these strategies as part of a group of strategies taught in an intervention program. Specific information on the effects of strategies such as pause time is limited (Liboiron & Soto, 2006;Light et al, 1992;Myers, 2007;Newcombe, 2000;Snell et al, 2006). The children were taught in a class setting and received both individual instruction and participated in workshop style activities.…”

“…Therefore, communication partners must be equipped with the knowledge and skills to recognize and respond to all modes of communication (KentWalsh & McNaughton, 2005;Light et al, 1992).…”